1. Introduction
As the national standard for assessing secondary school achievement, the Bahamas General Certificate of Secondary Education (BGCSE) exam assesses the academic and career readiness of Bahamian students, giving insight into the health and efficacy of the nation’s education system. This research report examines a comprehensive analysis of recent BGCSE examination results, seeking to move beyond surface-level pass rates to identify underlying trends, patterns, and disparities. By examining performance across core subject areas, this report aims to illuminate the key drivers of student outcomes. The ultimate purpose of this analysis is to provide evidence-based insights that can inform educational policy, guide targeted interventions, and foster a more equitable and successful learning environment for all students in The Bahamas.
2. Methodology
The purpose of this report is to identify and analyze the performance of examinees, by subject domain and letter grade, to present the findings in a format more accessible for gathering insights. Data is categorized primarily by subject domain and letter grades. Letter grades are categorized into grade bands, with A-C representing above-average grades and E-G representing below-average grades. Performance evaluation focuses on these grade bands.
3. Background
Examinee performance is measured using a standardized grading scale that ranges from A to G, as specified by the Ministry of Education and the Technical and Vocational Training Examination and Assessment Division. For simplification, grades are categorized into proficiency bands: A–C indicates above-average performance, while E–G signifies below-average performance. Each grade corresponds to a specific level of proficiency, as detailed below:
- Grade A: Demonstrates specific, appropriate, and comprehensive responses, with evidence of exceptional comprehension and outstanding higher-order skills, including problem-solving and critical thinking.
- Grade B: Reflects specific, appropriate, and comprehensive responses, with strong comprehension and very good higher-order skills in problem-solving and critical thinking.
- Grade C: Indicates responses that are specific and appropriate to the task, showing sound comprehension and good problem-solving skills.
- Grade D: Represents responses that are specific and appropriate, with satisfactory comprehension and adequate problem-solving/critical thinking skills.
- Grade E: Shows general basic knowledge, some comprehension of this knowledge, and limited problem-solving ability.
- Grade F: Reflects limited basic knowledge beyond recall and recognition, with minimal comprehension and notably restricted problem-solving skills.
- Grade G: Indicates very limited basic knowledge confined to recall or recognition, with no evidence of comprehension or problem-solving skills.
4. Key Findings
4.1 Overall. The analysis of the BGCSE 2016 examination dataset reveals distinct patterns of achievement and deficiency across subject domains. Organizing the results by subject area: S.T.E.M., Arts, Humanities, and Professional & Vocational Studies, provides a clearer understanding of where the education system is performing effectively and where targeted interventions are most urgently required.
4.1 | Table 1: Science, Technology, Engineering, and Mathematics (S.T.E.M.)
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
Mathematics | 31.54% | 17.24% | 51.22% |
Chemistry | 69.86% | 15.83% | 14.31% |
Physics | 64.42% | 18.97% | 16.61% |
Biology | 43.34% | 21.93% | 34.74% |
Combined Science | 55.97% | 13.88% | 30.15% |
Food and Nutrition | 64.89% | 29.56% | 5.56% |
Technical Drawing | 77.28% | 14.25% | 8.46% |
4.1 | Table 2: The Arts
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
Art | 84.34% | 12.12% | 3.54% |
Art & Design – A | 72.51% | 19.52% | 7.97% |
Art & Design – B | 92.08% | 5.69% | 2.23% |
Art & Design – C | 87.23% | 6.38% | 6.38% |
Music | 72.47% | 20.56% | 6.97% |
Graphical Communications | 70.90% | 18.28% | 10.82% |
Craft Study | 73.73% | 18.09% | 8.18% |
4.1 | Table 3: The Humanities
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
English Language | 43.09% | 32.80% | 24.11% |
Literature | 60.20% | 23.28% | 16.51% |
History | 55.88% | 20.28% | 23.84% |
Religious Studies | 58.24% | 23.01% | 18.75% |
Geography | 69.86% | 18.06% | 12.08% |
French | 64.00% | 22.40% | 13.60% |
Spanish | 70.37% | 21.28% | 8.34% |
4.1 | Table 4: Professional & Vocational Studies
Subject | % of Above Average Scores (A–C) | % of Average Scores (D) | % of Below Average Scores (E–G) |
Book-Keeping & Accounts | 46.01% | 20.65% | 33.33% |
Office Procedures | 32.75% | 27.19% | 40.06% |
Keyboarding Skills | 46.67% | 23.34% | 29.99% |
Auto Mechanics | 64.06% | 18.75% | 17.19% |
Electrical Installation | 69.13% | 17.45% | 13.42% |
Carpentry & Joinery | 56.28% | 25.58% | 18.14% |
Clothing Construction | 53.15% | 21.62% | 25.23% |
Commerce | 50.21% | 25.10% | 24.69% |
Economics | 48.64% | 21.82% | 29.55% |
Home Economics | 55.60% | 32.52% | 11.88% |
4.2 Foundational Core Subjects. The data reveals notable trends in the foundational core subjects. (Foundational core subjects are the essential disciplines, such as Mathematics, Sciences, Languages, and Humanities, that provide students with the basic knowledge, skills, and competencies needed for higher learning, workforce readiness, and informed citizenship.)
4.2 | Table 1: Performance in Foundational Core Subjects
Subject | Total Candidates | % of A–C Scores | % of E–G Scores |
Mathematics | 3,881 | 31.54% | 51.22% |
Combined Science | 461 | 55.97% | 30.15% |
Chemistry | 720 | 69.86% | 14.31% |
Biology | 2,896 | 43.34% | 34.74% |
French | 250 | 64.00% | 13.60% |
Spanish | 935 | 70.37% | 8.34% |
Physics | 638 | 64.42% | 16.61% |
English Language | 4,537 | 43.09% | 24.11% |
Literature | 3,131 | 60.20% | 16.51% |
History | 927 | 55.88% | 23.84% |
I. Mathematics
- A–C grade range: 32.17% (BGCSE 2015) to 31.54% (BGCSE 2016)
- E–G grade range: 48.69% (BGCSE 2015) to 51.22% (BGCSE 2016)
Mathematics performance has declined slightly: A–C grades decreased by 0.63%, and E–G grades increased by 2.53%. Overall, performance has worsened.
II. Combined Science
- A–C grade range: 62.07% (BGCSE 2015) to 55.97% (BGCSE 2016)
- E–G grade range: 22.76% (BGCSE 2015) to 30.15% (BGCSE 2016)
Combined Science performance has declined significantly: A–C grades decreased by 6.10%, and E–G grades increased by 7.39%. Overall, performance has worsened.
III. Chemistry
- A–C grade range: 68.73% (BGCSE 2015) to 69.86% (BGCSE 2016)
- E–G grade range: 15.51% (BGCSE 2015) to 14.31% (BGCSE 2016)
Chemistry performance has improved slightly: A–C grades increased by 1.13%, and E–G grades decreased by 1.20%. Overall, performance has improved.
V. Biology
- A–C grade range: 52.99% (BGCSE 2015) to 43.34% (BGCSE 2016)
- E–G grade range: 28.35% (BGCSE 2015) to 34.74% (BGCSE 2016)
Biology performance has declined sharply: A–C grades decreased by 9.65%, and E–G grades increased by 6.39%. Overall, performance has worsened.
VI. French
- A–C grade range: 68.40% (BGCSE 2015) to 64.00% (BGCSE 2016)
- E–G grade range: 14.13% (BGCSE 2015) to 13.60% (BGCSE 2016)
French performance has declined: A–C grades decreased by 4.4%, and E–G grades decreased by 0.53%. Overall, performance has declined.
VII. Spanish
- A–C grade range: 71.23% (BGCSE 2015) to 64.00% (BGCSE 2016)
- E–G grade range: 9.59% (BGCSE 2015) to 13.60% (BGCSE 2016)
Spanish performance has declined: A–C grades decreased by 7.23%, and E–G grades increased by 4.01%. Overall, performance has worsened.
VIII. Physics
- A–C grade range: 62.21% (BGCSE 2015) to 64.42% (BGCSE 2016)
- E–G grade range: 19.05% (BGCSE 2015) to 16.61% (BGCSE 2016)
Physics performance has improved: A–C grades increased by 2.21%, and E–G grades decreased by 2.44%. Overall, performance has strengthened.
IX. English Language
- A–C grade range: 42.12% (BGCSE 2015) to 43.09% (BGCSE 2016)
- E–G grade range: 24.52% (BGCSE 2015) to 24.11% (BGCSE 2016)
English Language performance has improved slightly: A–C grades increased by 0.97%, and E–G grades decreased by 0.41%. Overall, performance has improved.
X. Literature
- A–C grade range: 60.20%
- E–G grade range: 16.51%
XI. History
- A–C grade range: 56.88% (BGCSE 2015) to 55.88% (BGCSE 2016)
- E–G grade range: 21.86% (BGCSE 2015) to 23.84% (BGCSE 2016)
History performance has declined slightly: A–C grades decreased by 1.00%, and E–G grades increased by 1.98%. Overall, performance has worsened.
4.3 Disparate Performance Across Subject Domains. A comparative analysis shows significant differences in student success rates, categorizing subjects into high-performing and low-performing classifications. High-performing subjects have a concentration of A–C grades scored within the 70% or greater range; in contrast, low-performing subjects have a concentration of over 30% of examinees scoring in the E–G range.
4.3 | Table 1: High-Performing Subjects
High-Performing Subjects | Total Candidates | % of A–C Scores | % of E–G Scores |
Art & Design – B | 404 | 92.08% | 2.23% |
Art & Design – C | 47 | 87.23% | 6.38% |
Art & Design – A | 251 | 72.51% | 7.97% |
Art | 594 | 84.34% | 3.54% |
Craft Study | 868 | 73.73% | 8.18% |
Graphical Communications | 268 | 70.90% | 10.82% |
Music | 287 | 72.47% | 6.97% |
Spanish | 935 | 70.37% | 8.34% |
Technical Drawing | 449 | 77.28% | 8.46% |
4.3 | Table 2: Low-Performing Subjects
Low-Performing Subjects | Total Candidates | % of A–C Scores | % of E–G Scores |
Mathematics | 3,881 | 31.54% | 51.22% |
Book-Keeping & Accounts | 276 | 46.01% | 33.33% |
Biology | 2,896 | 43.34% | 34.74% |
Combined Science | 461 | 55.97% | 30.15% |
Office Procedures | 342 | 32.75% | 40.06% |
5. Analysis
The BGCSE 2016 examination results reveal a mixed pattern of achievement across subject domains, with notable strengths in the Arts and persistent weaknesses in core S.T.E.M. and vocational subjects. In S.T.E.M., Chemistry and Physics remain strong, with above-average scores of 69.86% and 64.42% respectively, while Mathematics continues to be the weakest subject, with only 31.54% of students achieving A–C grades and more than half scoring in the E–G range. Biology shows a sharp decline compared to 2015, with A–C scores dropping by nearly 10% and below-average scores rising to 34.74%. Combined Science also worsened significantly, with a 6% decline in A–C scores and a 7% increase in E–G scores, highlighting systemic challenges in science comprehension.
The Arts domain continues to excel, with exceptional results across all subjects. Art & Design B leads with 92.08% of students achieving above-average scores, followed by Art (84.34%), Art & Design C (87.23%), and Technical Drawing (77.28%). Music, Craft Study, and Graphical Communications also perform strongly, each exceeding 70% A–C scores. These results confirm the Arts as the most consistently high-performing domain, suggesting effective pedagogy and strong student engagement.
In the Humanities, Geography stands out with 69.86% of students achieving above-average scores, while English Language shows modest improvement, rising to 43.09% A–C and reducing its below-average scores slightly. Literature remains steady at 60.20% A–C, while History and Religious Studies show moderate performance but slight declines compared to 2015. Spanish, once a high-performing subject, declined notably, with A–C scores dropping by over 7% and below-average scores rising, though it still remains above the 70% threshold. French also declined slightly, with fewer students achieving A–C grades.
Professional and Vocational Studies present a mixed picture. Electrical Installation (69.13% A–C) and Auto Mechanics (64.06% A–C) are strong performers, while Carpentry & Joinery and Clothing Construction show moderate success. However, Office Procedures (32.75% A–C, 40.06% E–G) and Book-Keeping & Accounts (46.01% A–C, 33.33% E–G) reveal significant weaknesses, with high proportions of students performing below average. Economics and Keyboarding Skills also show concerning results, with nearly one-third of students scoring poorly.
When comparing high- and low-performing subjects, the Arts dominate the high-performing category, with multiple disciplines exceeding 70% A–C scores and maintaining very low failure rates. In contrast, Mathematics, Biology, Combined Science, Book-Keeping & Accounts, and Office Procedures are classified as low-performing, each with over 30% of students scoring in the E–G range. These disparities highlight systemic weaknesses in foundational numeracy, science comprehension, and certain vocational skills, which are critical for higher learning and workforce readiness.
6. Conclusion
The BGCSE 2016 results underscores both excellence and decline within the education system. The Arts continue to demonstrate outstanding achievement, with subjects such as Art & Design B, Art, and Technical Drawing producing some of the highest success rates across all domains. However, core S.T.E.M. subjects reveal troubling trends, particularly in Mathematics, Biology, and Combined Science, where performance has declined compared to BGCSE 2015 and large proportions of students remain below average. Language subjects show mixed outcomes, with English Language improving slightly, Literature remaining steady, and Spanish and French declining. Vocational studies remain uneven, with strong results in technical areas like Electrical Installation but persistent deficiencies in business-related disciplines such as Office Procedures and Book-Keeping.
Overall, the findings emphasize the urgent need for targeted interventions in Mathematics, Biology, and Combined Science, alongside curriculum adjustments in vocational subjects with high failure rates. At the same time, best practices from high-performing disciplines in the Arts and select technical subjects should be leveraged to strengthen weaker areas. A balanced investment across S.T.E.M., Humanities, Arts, and Vocational studies is essential to ensure students graduate with the foundational knowledge, critical thinking skills, and practical competencies required for higher education, workforce readiness, and active citizenship. The results ultimately highlight that while excellence is evident in creative and technical fields, systemic reforms are necessary to address persistent weaknesses in core academic and vocational subjects.
7. Citation
- Department of Statistics. Labour Market Information Newsletter, Volume 30, No. 41. Ministry of Finance, The Bahamas, December 2016.
- Ministry of Education & Technical & Vocational Training Examination and Assessment Division. National Examinations Report BJC & BGCSE 2025. August 2025.